Examples of CLOPAK Networks, an approach to covering the plane with symmetrically arranged, close-packed geometric shapes, are given. Implications for the place of networks in geometry instruction are discussed. (MN)

Finding the shortest route between two points can be approached by vector methods. Several types of matrices modelling a map of 6 cities are described. (SD)

The curriculum for precalculus mathematics is discussed and divided into three important areas of study: polynomial algebra, exponents and logarithms, and the circular functions. (JT)

Graphical solutions are illustrated for several algebra problems including finding roots of a quadratic equation, solving mixture and motion word problems, factoring the difference of two squares, and constructing the square root of a positive number. (MN)

Examined are the arguments related to whether traditional or new mathematics curricula better prepares students to write proofs. Analyzed are "proofs" presented by students; the author argues that the ability to produce a proof depends upon the cognitive level of the student. (SD)

Argues that Euclidean geometry should assume the central role it once had in mathematics education, describing a teaching method that uses slides made with superimposed overhead projector transparencies. The method (constituting a game of clues and hints) assumes students understand deduction and the roles of postulates, theorems, and proofs. (JN)

A problem is discussed in which students investigate the properties of the perfect triangle. (MNS)

Constructions with transparent tape are described for bisecting a segment and an angle, copying a segment, and dropping a perpendicular. A proof is included. (MNS)

Euler's discovery about the centroid of a triangle trisecting the line segment joining its circumference to its orthocenter is discussed. An activity that will help students review fundamental concepts is included. (MNS)

Examines the cause of confusion arising from ambiguity of units and semantics in length, area, and volume concept formation. Introduces the mimik, a standard area of one thousand square millimeters, and advocates its use as an interim symbol system. (JM)

Presents an Applesoft computer program to help students translate abstract sentences into concrete visible lines and thereby discover and confirm facts about slopes, intercepts, angles, and intersections. The program graphs and analyzes lines, given as equations of the form Y equals M times X plus B. (JN)

Describes an activity approach for teaching upper elementary school students the concept of angles. In the interdisciplinary activity, students practice reading and drawing angles from 0 to 360 degrees as they simulate the behaviors used to navigate a sailboat. Includes list of equipment needed and procedures used. (JN)

Lists three guidelines for the sound use of manipulatives in teaching geometry. Also describes activities that use manipulatives to teach topics in geometry and measurement and which illustrate the application of the three guidelines. (JN)

Presents activities involving the addition of antinumbers (which uses novel numerical characters); a puzzle which combines practice in working with polynomials and solving simple equations with intriguing facts about turkets; and searching for the number of different right triangles in a given square grid (which helps develop spatial…

The "Animals" program found on the Apple II and IIe system master disk can be adapted for use in the mathematics classroom. Instructions for making the necessary changes and suggestions for using it in lessons related to geometric shapes are provided. (JN)